EXAMINATION STRESS IN STUDENTS OF PEDAGOGICAL PROFILE: DIAGNOSTIC POTENTIAL OF THE RELATIVE ALPHA RHYTHM INDEX

Abstract

The article substantiates the diagnostic potential of the relative alpha rhythm index of the electroencephalogram as an objective criterion for examination stress in students of pedagogical training programmes. The relevance of the study is determined by the need to introduce reliable and accessible methods for monitoring the psychoemotional state of students during examination sessions into the educational practice of higher education. The aim of the study is to identify the relationship between the subjective level of examination stress and the objective neurophysiological indicator (the relative alpha rhythm index) in students majoring in Preschool Education and Foreign Language. The study involved 23 female students aged 18–22 years. Stress levels were assessed using a standardized questionnaire; EEG recordings were obtained using a portable 6-channel dry-electrode system NeuroPlay 6C during passive wakefulness with eyes closed. Correlation analysis revealed a moderate negative relationship between the variables (ρ = –0.412, p = 0.051), indicating a pronounced tendency toward alpha rhythm suppression with increasing psychoemotional tension. From a pedagogical perspective, the findings justify the inclusion of the relative alpha rhythm index in screening procedures for early identification of students with signs of psychoemotional maladaptation. The results can serve as a basis for developing programmes of psychological and pedagogical support, organizing biofeedback training aimed at teaching self-regulation skills, and designing a health-preserving educational environment in higher education institutions. The article is addressed to university teachers, academic group tutors, university psychological services, as well as researchers in the fields of pedagogy and psychophysiology.